Building classical coherence into a quantum chemistry course

A case study of improving constructive alignment in a multi-teacher setting

Abstract

This paper reports the redesign of one section of a multi-teacher elective course in quantum chemistry at the University of Copenhagen, comprising four lecture blocks and a newly written set of lecture notes. Drawing on constructive alignment, cognitive load theory and research on worked examples, the redesign centred on explicit learning outcomes, recurring worked examples, a unified notation and road maps linking topics. Evidence from a comparison with the previous notes, classroom observation, course evaluations and examination records indicates improved coherence within the section, but also shows that students experience coherence at the level of the whole course. The case suggests that worked examples play a central role in moving students from understanding to application, and that coherence in multi-teacher courses depends heavily on coordination across the teaching team.